A somewhat different model of developmental cascades has been put forth by Masten and colleagues (Burt, Obradovic, Long, & Masten, 2008; Burt & Roisman, 2010; Masten et al., 2005). This conceptualization stresses the importance of evaluating, whenever feasible, all of the developmental constructs successively at each time period in the developmental cascade model. There has been particular interest within these models in examining the transactions between different forms of psychopathology (internalizing, externalizing) and competence (social, academic) across different developmental periods. By addressing both the continuity across development within domains as well as the within time period covariance among domains, stronger conclusions can be made about cross-domain influences contributing to change as development proceeds. Through this approach (Burt et al., 2008; Burt & Roisman, 2010;Masten et al., 2005), the cascade models have been able to demonstrate how internalizing problems can suppress the later development of externalizing problems, how childhood externalizing problems contribute negatively to academic competence in adolescence, and how social and academic competence in emerging adulthood contribute to lower internalizing problems in young adulthood.
